Standard8

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Standard 8 Teachers know how to test for student progress.


 * **// The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. //**


 * Evidence 1:**




 * Rationale 1**

With a colleague of mine, we collaborated on creating a rubric to be used to assess students in the area of multimedia. We created a general rubric that could assess small group performance based on the appropriate use of multimedia for a presentation. The categories we chose to focus on included: Cooperative group work, topic/content, requirements, originality, attractiveness, mechanics, and source used as references. We felt these topics covered what we would expect out of our students when cooperatively creating a multimedia presentation. The rubric was also designed to assess students informally and formally. Group work would be informal observations over class periods, project requirements being met and proper use of sources would be informally and formally assessed throughout class work time and the finished product. Formal assessments would focus more on the topic/content, originality, attractiveness and overall mechanics of the presentation.

I utilized this rubric to assess my 4th and 5th grade science students when they created multimedia presentations on weather extremes in small groups. The students viewed the rubric prior to beginning their project and were given the opportunity to ask questions on areas that were unclear to them. The students’ expectations we clearly presented and they were able to get right to work with their peers. If students were unsure if they were meeting the requirements they would look back at their rubric or ask me for clarification. I felt the students developed more responsibility in their learning and a stronger focus for their final presentation. I also observed students that would struggle with a classmate in their group but controlled the situation with the knowledge they would be assessed on their ability to work efficiently and cooperatively to achieve their goal.


 * KSD**


 * 8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriately to the learning outcomes being evaluated and to other diagnostic purposes.**


 * When constructing this rubric with another teacher, we wanted an assessment piece that would cover all of our expectations for our students when creating a multimedia presentation. We created formal objectives of what the students should learn and master while working towards their final product. From there we broke down each objective for better clarification and to explain what that objective would look like in the classroom. We also wanted students to be able to understand their expectations clearly and apply them to their course work.


 * 8.S.3 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to help them to see personal goals for learning.**


 * Included on our rubric is a self-evaluation section where students can self-reflect on each objective and how they thought they did as individual or as a group. Having the student evaluate their own work and contributions to project help them better to understand where their strengths and weaknesses lie in the development of their final project and as a student. Students can also view how the teacher’s assessment of their work compared to their personal evaluation and discuss areas where they may need to improve on. As I reviewed the self-evaluations, I was surprised to see how many students were very critical of themselves and truly took the reflective process seriously.


 * 8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.**


 * Based on informal and formal assessments of my students, I try to provide my students with different opportunities in class or involving upcoming group projects. I observe their strengths and weaknesses in class and on their course work and established where they would best succeed with their learning. Some students may be assigned a leadership role in the next group project due to their previous performance and assessment piece. Others may be assigned to complete individual research to report back to class on, while other may just work best following a good leader. Regardless of their strengths and weaknesses I always try to provide my students with ways to help them develop as a student and a life-long learner.